Formação inicial docente durante a pandemia: um relato de experiência de uma residente a partir do Programa Residência Pedagógica em Educação Física

INTRODUCAO: O Programa Residencia Pedagogica objetiva aperfeicoar a formacao pratica nos cursos de licenciatura, proporcionando uma imersao do academico na escola de Educacao Basica.  OBJETIVO: Relatar as experiencias vivenciadas por uma residente nos primeiros seis meses do Programa Residencia Pedagogica de um curso de Educacao Fisica, frente aos desafios da pandemia de COVID-19 para a formacao inicial docente.  METODOS: O programa foi realizado em uma escola-campo na cidade de Ourinhos (SP) e contou com a participacao de 10 residentes que desenvolveram atividades para alunos do 4o e 5o ano do Ensino Fundamental. O cronograma do primeiro modulo foi dividido em tres etapas: (A) ambientacao, (B) observacao estruturada e (C) regencia.  RESULTADOS: A pandemia de COVID-19 resultou em um processo de regencia atraves do ensino remoto, o que causou certa inseguranca e a adaptacao do ponto de vista da residente autora. Entretanto, a preparacao das etapas de ambientacao e observacoes auxiliaram de forma efetiva a construcao do processo de regencia. A regencia foi dinâmica e encorajadora, e incentivou a atuacao no âmbito da Educacao Fisica Escolar.  CONCLUSAO: Apesar das dificuldades encontradas no ensino remoto, todas as experiencias vivenciadas pela autora deste relato durante o primeiro modulo do programa contribuiram de forma crucial para a sua formacao inicial.  ABSTRACT.  Initial teacher training during the pandemic: an experience report of a resident from the Pedagogical Residency Program in Physical Education. BACKGROUND: The Pedagogical Residency Program aims to improve practical training in undergraduate courses, providing academic immersion in the Basic Education school.  OBJECTIVE: To report the experiences of a resident in the first six months of the Pedagogical Residency Program of a Physical Education course, facing the challenges of the COVID-19 pandemic for initial teacher training.  METHODS: The program was carried out in a country school in the city of Ourinhos, SP, Brazil, and had the participation of 10 residents who developed activities for students from the 4th and 5th years of elementary school. The schedule of the first module was divided into three stages: (A) setting, (B) structured observation and (C) conducting.  RESULTS: The COVID-19 pandemic resulted in a process of conducting through remote learning, which caused some insecurity and adaptation from the resident author’s point of view. However, the preparation of the stages of setting and observations effectively helped the construction of the conducting process. The regency was dynamic and encouraging, and encouraged action in the context of Physical Education at School.  CONCLUSION: Despite the difficulties encountered in remote education, all the experiences lived by the author of this report during the first module of the program contributed crucially to her initial training.